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A1 آل محيا، عبد الله بن يحيى AB This quantitative study aimed to investigate faculty satisfaction with online teaching at King Khalid University. It was conducted in the second semester (2016-17) using a survey consisting of six domains with 53 items sent via email to the study population (391) faculty members who taught full online or blended courses. The number of respondents reached 135 faculty. The result showed that the mean of the overall satisfaction is (4.04) i.e. "satisfied". The domain of affordance got the highest mean score of satisfaction with (4.28); followed by student-content interaction (4.25) and both domains refer to "complete satisfaction", after that came instructional design and student-faculty interaction domains with equal mean of (4.11) i.e. "satisfied". Student-student interaction domain scores a mean of (3.80). Finally we have the institutional support domain with a mean of (3.67). Significant differences were found at the level of (α = 0.05) in satisfaction with online teaching among participants due to academic rank ranging from assistant professor to instructor inclining to assistant professor, while there were no significant differences due to: gender, experience, major, and the type of online course full or blended. The study recommended developing e-learning policies and implementing them, providing support, developing financial incentives for faculty members, increasing student-content interaction, providing open education resources, and preparing students for e-learning. (Published abstract) http://search.shamaa.org/abstract_en.gif OP ص ص. 99-150 T1 درجة رضا أعضاء هيئة التدريس عن التدريس الإلكتروني في جامعة الملك خالد [مقال] UL 2 https://units.imamu.edu.sa/deanships/SR/Units/Vice/Magazines/Documents/%d9%85%d8%ac%d9%84%d8%a9%20%d8%a7%d9%84%d8%b9%d9%84%d9%88%d9%85%20%d8%a7%d9%84%d8%aa%d8%b1%d8%a8%d9%88%d9%8a%d8%a9/Trb%2029APRIL2020%20001.pdf محتوى العدد (PDF)